Tutors share exemplary essays with students to improve their research and writing skills. One tutor is actively encouraging students who receive marks in the 80s to publish their papers. The tutor has recommended an appropriate academic journal and guided the student to publish. The students paper is now accepted for publication.

The TEI has enabled reading lists to be live documents so that students can benefit from each other’s research.

Frances Clemson reported that she had enjoyed rich conversations with staff in different contexts about what had changed in their pedagogy over the previous 18 months.  The resultant video that
she had shown at the summer staff conference was still available at  https://www.youtube.com/watch?v=FIddGXtkY-A. 

The following examples of online teaching tools recommended in the TEI forum:

Jamboard (Google) – equivalent to a flip-chart, with ‘sticky notes’ that could be moved around and organised, and an image that could be saved at the end;

Zoom whiteboard – expected to improve to become more like Jamboard – users had a choice between two apps with full functionality and sticking to one (Zoom) with less;

Slido – useful for in-session Q&A where there were many participants, replacing the need to use the ‘chat’ function as it prioritises the most popular questions;

Gather.town – useful for informal gatherings, being more fun, with a tiny avatar that walked around the screen;

Wonder.me – similar to Gather.town

The practice of providing recorded voiced-over lectures via PowerPoint is extremely effective.

Sharing online worship with churches around the world has been an enriching experience for their students.

The TEI makes good use of their External Examiner, particularly in relation to the EE’s increased involvement in the consideration of dissertation proposals.

As part of the dissertation process, students submit 1000 words of written text part-way through the year, as a formative exercise. This practice enables supervisors to check how students are writing and engaging with a topic, and helps to develop the supervisory relationship from an early stage.

The use of actors for TMM231 at Winchester.  Actors (through contacts in an amateur dramatic group) and students were put in groups to see through a pastoral situation Sensitivity was accounted for when choosing the topic, the student would be engaged in, for example in medical scenarios.  It was not filmed.  There were two students in each group with an actor(s).  One student engaged and the other observed.  Afterwards the student would reflect on their experience with the observer and staff and after that, meet the actors for feedback.